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ERIC Number: ED356225
Record Type: Non-Journal
Publication Date: 1993-Feb
Pages: 11
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Beyond the Induction Year.
Barnes, Carol P.
This paper reports on a study that looked at the concerns of elementary school teachers in their second year of teaching and explored the role that institutions of higher education (IHE) might play in this phase of teachers' development. The sample was comprised of two groups of second year teachers (N=25); one group had participated in a university course, "Issues in First Year Teaching," during the induction year; the second had participated both as first and second year teachers in the California New Teacher Partnership Project, a cooperative effort between two IHEs and six local school districts. Structured interviews revealed the following concerns expressed by second year teachers: more pressure to conform; a real dissonance between how they were taught to teach in teacher education, and how they were expected to teach in year two; time management problems both in and outside the class; how to deal effectively with parents, peers, and administration; and how to teach diverse populations. All teachers reported seeking help from principals; only one reported getting help from a mentor teacher. Both groups noted that much help had been received from IHE faculty members with whom they felt safe discussing any issue, indicating a strong role for teacher educators from IHEs in the continuing development of teachers, both as trusted and wise confidants and as bearers of current classroom research. (LL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A